Introducing this work

For the purposes of this site, the history of human interaction with information may be divided into 4 eras. The first (spoken) era ended with the invention of writing around 3000-4000 BC. The second era ended with the invention of the printing press in 1440. The third era ended, and the fourth began, with the invention of the Internet (depending how one defines its operational beginning) somewhere between 1969 and 1982. We now exist early, but decidedly, in the fourth era.

All readers may not agree with this interpretation of the history of information, especially with the division and numbering of the eras. That is not the main point. Rather, it is that humankind presently exists in an era distinctly different from the one that preceded it -- that in fact, this new era is accompanied with, and characterized by, a new - and quite different - information landscape. This new Internet information landscape will challenge, disrupt, and overpower the print-oriented one that came before it. It will not completely obliterate that which preceded it, but it will render it to a subsidiary, rather than primary, level of influence.

Just as the printing press altered humanity's relationship with information, thereby resulting in massive restructuring of political, religious, economic, social, educational, cultural, scientific, and other realms of life; so too will the advance of digital technology occasion analogous transformations in the corresponding universe of present and future human activity.

This site will concern itself primarily with how K-20 education in the US, and the people who comprise its constituencies, may be affected by this transformative movement from one era to the next. All ideas considered here appear, to me at least, to impact the learning enterprise in some way. Accordingly, this work looks at the present and the future through a lens that is predominantly, but far from entirely, a digital one. -JL

Opinions expressed, scooped, or copied in this Scoop.it topic are my own, or a result of my own judgment, and should in no way be understood to reflect those of my employer.

"The percentage of charter schools represented by a teachers union decreased slightly over the past seven years, according to data released in a report that also found that more than 60 percent of unionized charters are located in just four states.

"The report from the National Alliance for Public Charter Schools, a pro-charter advocacy and research group, found that 11.3 percent of the nation’s charters in the 2016–17 school year were unionized, down from 12.3 percent in 2009–10. The number of unionized charter schools increased by nearly one-third over that time, from 604 to 781, but the number of all charters rose by 41 percent.

"There were 4,919 charter schools in the U.S. in 2009–10, according to the organization. By 2016–17, that number had grown to 6,929".

"George Siemens and Stephen Downes are the main proponents of the Connectivism Theory, which suggests that online networks and resources play a vital role in the learning experience. It also delves into the significance of social interactions and their impact on our behaviors and cognitions in a virtual context. According to Siemens and Downes, learning involves a series of nodes and connections. The nodes represent information, emotions, learning materials, and other essential components. An online learner must be able to link these individual nodes to expand or enhance their network. Another key aspect of connectivism is that the learning process is fluid. New information, technologies, and social resources are always changing and evolving. Here are 6 tips to apply Connectivism in online training."

The Rigor Relevance Framework provides all educators with guidance to scaffold questions. It is an action-oriented continuum that describes putting knowledge to use by giving teachers a way to develop both instruction and assessment and gives students a way to project learning goals. This framework, based on traditional elements of education yet encouraging movement from the acquisition of knowledge to the application of knowledge, charts learning along the two dimensions of higher standards and student performance.

Jim Lerman's insight:

Sheninger provides a very practical means for educators to frame their student questioning to increase depth of understanding. See the two excellent graphics.

"The Trump administration is proposing a major overhaul of the Education Department's organizational structure, seeking to eliminate or consolidate more than a half-dozen offices at the agency, according to an internal presentation obtained by POLITICO. The overhaul, which has been in the works for months, calls for a sweeping restructuring that affects nearly every major unit of the department. It includes K-12 education, higher education, communications and legislative affairs, as well as the agency's budgeting and financial functions.

— The goal of the plan is to shrink the number of political appointees, reduce duplication and inefficiencies and create "clearer lines of reporting, responsibility and decision making," according to the document."

"This paper investigates the effect that participating in the League has had on K-12 public school district leaders in the network. Using a logic model to guide our methodology, our findings from surveys and interviews with district leaders show that membership in the League has provided both immediate and intermediate impacts in their professional development and in how they support the districts and schools they serve."

"THE BLOCKCHAIN PARTY: When everyone from Kodak to Hooters is hopping on the blockchain train, it can be easy to dismiss the technology as another fad. That hasn’t stopped a number of universities and student groups who are experimenting with putting credentials on the blockchain. Here’s what we learned about the potential, hype and risks from three panelists at our SF Edtech Meetup last week."

"Educators, administrators, and policymakers who work in higher education settings may be interested in this series of reports and materials published by EDUCAUSE Center for Analysis and Research (ECAR) in June 2017. Collectively, these reports investigate "technology ownership, use patterns, and expectations as they relate to the student experience." These reports are based on data collected from institutions around the world. Included in this collection are a student report, which examines how undergraduates relate to technology (based on a survey of 43,559 students at 124 institutions in 10 countries); a faculty report (based on a survey of 13,451 faculty members at 157 institutions across seven countries); and a learning environment report. This last report examines student and faculty attitudes towards online learning and blended-learning environments, which combines online learning with traditional face-to-face classes. In addition to these three reports, this series includes infographics and almanacs of survey data."

How can schools and teachers encourage young women to pursue science, technology, engineering, and math (STEM)? Let’s look at a few real-world examples of ideas and programs that have proven successful for some classroom inspiration.

"The first thing you notice about Portfolio School — a new micro-school in downtown New York City that’s preparing to welcome its first class of students in a couple weeks — is its floor plan. Inside this Tribeca outpost, there are no long corridors lined with water fountains or bulletin boards, no enclosed classrooms with fixed rows of desks facing chalkboards.

"Instead, this 2,500-square-foot site is a single sprawling room; an open space that has the look and feel of a loft apartment. And it’s this space that will serve as the backdrop for one of the city’s newest education experiments — a private school built around project-based learning, mixed-age classes, lessons that cut across subject areas and no homework.

"Drawing from the increasingly popular micro-school trend, in which fewer students are placed in each class to foster individualized instruction, the inaugural class at Portfolio School will consist of only eight kids, students ranging in age between 5 and 9. The mission for year one: Hone and refine a more holistic classroom approach that breaks down a rigid structure that some say has limited innovation in public education. “This will be an environment where creativity and uncertainty are embraced,” says Shira Leibowitz, Portfolio’s Lower School Director."

"Great Schools Partnership continues to produce great resources to support states and districts converting to competency education. They have drawn from what districts are doing in New England and have created Proficiency-based Learning Simplified resources. They are a good resource for states, districts and schools to start the conversation about the new policies and practices that need to be put in place.

We know that we are on a journey, and its a creative one, so don’t be surprised if you find that you want to take these ideas further or that you come up with other ways to address the policy and practice elements. No matter what, these resources will save you time in getting started and structuring the conversations needed to build clarity and consensus."

"That’s the story I heard. It was a story meant to illustrate how bad a particular group of kids was, and now I can’t even remember who the teacher was or where the school was located, or even the gender of the teacher or the student. In fact, I’m pretty sure I’ve heard two or three different stories about students throwing things at teachers, each one told with the intent of showing just how bad those kids were.

"But every time I’ve heard a story like that, my first thought has always been, Holy crap. What kind of a relationship did that teacher have with those students? What was going on in the minutes, days, and weeks leading up to that chair being thrown?

"And I know how that sounds. It sounds like I’m blaming the teacher. Or that I don’t think a student should be held responsible for doing something as awful as throwing a piece of furniture at another human being.

"I don’t think that. But here’s what I think probably happened in all of those schools: The student was removed from class and promptly suspended, maybe even expelled. And if and when that student returned to school, nothing much was done to repair that student’s relationship with the teacher. Or to really address the other issues that may have been going on leading up to that chair being thrown. And if that kind of work isn’t done, if we focus only on making our punishments stricter, then things like chair throwing will keep happening. And nobody wants that.

Getting students to behave in a way that is conducive to learning is a perennial challenge for teachers. On this site I have dealt with the topic a number of times. And every piece of advice—the tips and hacks and bits of wisdom—they are all useful.

"But one approach to addressing problematic behavior—restorative justice—really stands on its own, because it focuses on building relationships and repairing harm, rather than simply punishing students for misbehavior."

"The OECD and the Center for Global Education at Asia Society have worked with academics, educators, and stakeholders in the global education field over several years to define global competence for primary and secondary education. The Center also has extensive experience supporting educators to integrate global competence into their teaching.

"A new publication from both organizations, entitled Teaching for Global Competence in a Rapidly Changing World, sets forward a new framework for global competence developed by OECD, which aligns closely with the definition developed by the Center for Global Education, and provides practical guidance and examples of how educators can embed global competence into their existing curriculum, instruction, and assessment.

"This publication was made possible through the generous support of Citi Foundation.

"Key Findings From the PublicationBoth the Organisation for Economic Co-operation and Development (OECD) and the Center for Global Education at Asia Society have identified four key components of global competence. Globally competent youth:

-investigate the world beyond their immediate environment by examining issues of local, global, and cultural significance;-recognize, understand, and appreciate the perspectives and world views of others;-communicate ideas with diverse audiences by engaging in open, appropriate, and effective interactions across cultures; and-take action for collective well-being and sustainable development both locally and globally."

"Challenge Based Learning (CBL) provides an efficient and effective framework for learning while solving real-world Challenges. The framework is collaborative and hands-on, asking all participants (students, teachers, families, and community members) to identify big ideas, ask good questions, identify and solve challenges, gain deep subject area knowledge, develop 21st century skills, and share their experience with the world.

"CBL emerged from the “Apple Classrooms of Tomorrow—Today” (ACOT2) project initiated in 2008 to identify the essential design principles of the 21st century learning environment. Starting with the ACOT2 design principles, Apple, Inc. worked with exemplary educators to develop and test Challenge Based Learning.

CBL is an adaptable framework that is constantly adapting and evolving. With each implementation new ideas surface, the framework is reviewed and the model evolves.

"Challenge Based Learning provides:

A flexible and customizable framework.

A scalable model with multiple points of entry.

A process that places all learners in charge and responsible for the learning.

An authentic environment for meeting academic standards and deep learning.

A focus on global ideas with local challenges and solutions.

An authentic connection between academic disciplines and real world experience.

A framework to develop a wide range of 21st century skills.

Purposeful use of technology.

The opportunity for learners to make a difference now.

A way to document and assess both the learning process and product.

An environment for deep reflection on teaching and learning.

"To learn more about Challenge Based Learning visit the Toolkit where you will find Stories, Resources, Research, Challenges and the new CBL User Guide."

"Not for one moment should we ever underestimate the power of one teacher to become a catalyst for serious high bar change across their school. Do so at your peril, because these agents of change are nimble, focused and driven. Driven by a passion for what they believe is right. Driven by knowing that while so much of what is being done in their school is being done with the best of intentions, too often, it is simply the ‘wrong thing being done right’.

"Sadly, many teachers see their passion for change as fruitless. They do great work, but they despair that the impact they might have is so often limited to their classroom. Even more frustratingly their energy and enthusiasm is too often hampered by myopic school leadership that may be fearful of the consequences of change and the associated loss of control and predictability."

To my mind, Robinson is one of the great educationists of our day. He speaks with brilliance, wit, and remarkable clarity regarding the most essential of topics related to education and schools. The evolution of his expressed thinking has been a wonderful gift to follow. This presentation at UCLA was made on January 28, 2018; I believe it is the most recent long form (about an hour) video of him currently available. He addresses what is required for us to create the schools we so urgently need to save the earth and humanity. -JL

The International Journal of Computer Education in Schools ( IJCEIS) is committed to increase the understanding of computer education in schools by publishing theoretical manuscripts, empirical studies and literature reviews. The journal focuses on exploring computer education in schools through pedagogical, cognitive and psychological perspectives. The target audience of the journal is; teachers, educators and professionals working in the field of computer education in schools, computer science education, technology enhanced learning, e-learning, programming, game based learning and learning through game design.

This journal began in 2017 and is issued quarterly. The current issue is the 5th. Free for download with registration. -JL

As educators, we have a singular responsibility to prepare all students for a rapidly changing job market, and to educate them to be architects of the world in which we live. In today’s economy, when the future of work is changing faster than our old models of education can accommodate, this is no easy task.

As educators, we have a singular responsibility to prepare all students for a rapidly changing job market, and to educate them to be architects of the world in which we live. In today’s economy, when the future of work is changing faster than our old models of education can accommodate, this is no easy task.

High-quality, expert-reviewed performance tasks and the resources teachers, leaders, and policymakers need to support the use of performance assessment for meaningful learning.

Jim Lerman's insight:

An outstanding collection of resources on Performance Assessment including:

Performance Tasks

Portfolio Frameworks

Learning Progressions & Frameworks

Developing Performance Tasks & Rubrics

Scoring Performance Tasks & Designing Instruction

Policy & Research

Curriculum Units

A teacher review of the Resource Bank:

"The Performance Assessment Resource Bank puts developed resources into the hands of people who are more than ready to use them. They've created a peer-reviewed archive, based in solid research and connected to 21st century standards, that lets districts, schools and teachers do what we need to do: Let kids use what they've learned to show us what they can do."

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